The 7 Positions Flashcards
What are the 7 positions?
- Attention-Seeking
- Avoinding Failure
- Control-Seeking
- Bored
- Angry
- Uninformed
- Energetic
What are the 5 clues during the moment-of-disruption?
- Teacher Gut Reaction
- Teacher Impulsive Reaction
- Disruptive Student Reaction to Intervention
- Classmate Reactions
- Facial Expressions and Body Language
What is the Teacher Gut Reaction: ATTENTION-SEEKING?
- Drained
- irritated
- annoyed.
What is the Teacher Impulsive Reaction: ATTENTION-SEEKING?
- Nag (complain)
- scold.
What is the Disruptive Student Reaction to Intervention: ATTENTION-SEEKING?
Temporary compliance.
What are the Classmate Reactions: ATTENTION-SEEKING?
- Amused
- irritated.
What are Facial Expressions and Body Language: ATTENTION-SEEKING?
- Catching an eye
- looking up.
What is the Teacher Gut Reaction: AVOIDING FAILURE?
- Sympathetic
- protective
- challenged
- helpless.
What is the Teacher Impulsive Reaction: AVOIDING FAILURE?
- Tutor
- give up
- write off.
What is the Disruptive Student Reaction to Intervention: AVOIDING FAILURE?
Feigns lack of interest, “I can’t”, half-hearted effort.
What are Classmate Reactions: AVOIDING FAILURE?
Resentment, pity.
What are Facial Expressions and Body Language: AVOIDING FAILURE?
- Avoiding eye contact
- Low muscle tone.
What is the Teacher Gut Reaction: CONTROL-SEEKING?
Challenged
Angry
Threatened,
Frustrated.
What is the Teacher Impulsive Reaction: CONTROL-SEEKING?
Force compliance, put down, overpower, fight.
What is the Disruptive Student Reaction to Intervention: CONTROL-SEEKING?
- Get in the “last word”
- power-plays
- argue/ justify.
What are Classmate Reactions: CONTROL-SEEKING?
- Defiance
- deference.
What are Facial Expressions and Body Language: CONTROL-SEEKING?
Crossed arms, tightly closed lips, pointing, staring, puffed up, loud.
What is the Teacher Gut Reaction: ANGRY?
Threatened, fearful, protective, indignant, outraged.
What is the Teacher Impulsive Reaction: ANGRY?
Remove, punish, retaliate.
What is the Disruptive Student Reaction to Intervention: ANGRY?
Anger, revenge-seeking, sulking.
What are Classmate Reactions: ANGRY?
Fearful, angry.
What are Facial Expressions and Body Language: ANGRY?
Jaw protrudes, eyebrows lowered and draw, lips pressed, fist clenched.
What is the Teacher Gut Reaction: BORED?
Invalidated.
What is the Teacher Impulsive Reaction: BORED?
Discount, engage.
What is the Disruptive Student Reaction to Intervention: BORED?
Off-task.
What are Classmate Reactions: BORED?
Reject, ignore.
What are Facial Expressions and Body Language: BORED?
Low muscle tone; droopy eyes.
What is the Teacher Gut Reaction: UNINFORMED?
Pity, helpful, exasperated, impatient.
What is the Teacher Impulsive Reaction: UNINFORMED?
Help, inform, ignore.
What is the Disruptive Student Reaction to Intervention: UNINFORMED?
Grateful, lack of understanding, obedient.
What are Classmate Reactions: UNINFORMED?
Annoyance, pity, impatience.
What are Facial Expressions and Body Language: UNINFORMED?
Surprise, wide-eyes, lowered head.
What is the Teacher Gut Reaction: ENERGETIC?
Overwhelmed, exhausted, drained.
What is the Teacher Impulsive Reaction: ENERGETIC?
Suppress .
What is the Disruptive Student Reaction to Intervention: ENERGETIC?
Continues, increases, modifies activity; playful smile.
What are Classmate Reactions: ENERGETIC?
Distraction, annoyance, envy.
What are Facial Expressions and Body Language: ENERGETIC?
High muscle tone, animated movement.
What does “validating a student’s position” mean?
Showing acceptance of the need the student is trying to fulfill through his behaviour, without accepting the behaviour itself.
What are the 6 reasons why the teacher should validate the students’ positions?
- A basic need is met and he/she relaxes, becoming less likely to be disruptive.
- He/she likes the teacher more and is more open to input, more compliant.
- The student wants to please the teacher.- An otherwise disruptive student no longer needs to be disruptive because his/her disruptive behavior was merely a misguided attempt to win acceptance for who he/she is.
- If the student doesn’t feel accepted by the teacher, he/she is likely to become more disruptive out of anger. “If you reject me, I will reject you”.
- We create a bridge for him/her– a bridge toward self-knowledge and self-acceptance. Feeling his/her position is known and accepted by the teacher, the student can better know and accept it.
- The teacher actually models an orientation toward the student that the student can internalize. And until the student knows and accepts his/her own position, the student will continue to act out the needs of the position rather than consider responsible alternatives.
What are the 3 ways to validate students’ positions?
- Validation gambits
- Validation notes
- Non-verbal validation
What are the 3 differences between the Same-Side Approach and the Opposite-Side Approach?
SAME-SIDE APPROACH = Focus on: student position. / View of student: student is striving to meet basic needs. / Discipline approach: relate to student.
OPPOSITE-SIDE APPROACH = Focus on: disruptive behavior. / View of student: student is bad; student is nuisance. / Discipline approach: punish, reward, ignore.
